Determination of Map Literacy of Undergraduate Geography Students

Year 2019, Volume: 9 Issue: 3, 591 - 603, 31.12.2019

Bülent Aksoy

https://doi.org/10.33403/rigeo.582301

Abstract

The purpose of this study was to determine the level
of map literacy of pre-service geography teachers. The research was carried out
using the relational survey model. The data
collection tool used in the research was the map literacy scale. The research
was conducted on 391 undergraduate geography students in 2016-2017 academic
year. Multiple linear regression analysis technique was applied in solving the
sub problems of the research. According to the findings of the research; when
the correlations between the predictive variables and the dependent variable
were examined, a positive and moderate correlation was seen between the level
of map literacy of geography pre-service teachers and variables such as
competence in the frequency of using map, the frequency of activity by maps,
and the level of interest in geography. When the partial correlations between
the predictive variables and the dependent variable were examined, it was
determined that the undergraduate geography students had a positive and weak
relationship between map literacy levels and the frequency of using map and the
frequency of activity by maps variables. On the other hand, it was determined
that undergraduate geography students had a positive and moderate relationship
between map literacy levels and the level of interest in geography variable. In
addition, under graduate geography students had a moderate and meaningful
relationship with their map literacy level together with the frequency of using
map, the frequency of activity by maps, and the level of interest in geography
variables. According to the results of the research, it is seen that the
activities that geography undergraduate students perform with the maps are a
moderate predictor of map literacy. For this reason, it is suggested that
emphasis should be given to the courses and practices that will develop the map
skills in the geography undergraduate programs. 

Keywords

map literacy, map use, Activities with Map, Geography Interest

References

• Aksoy, B. & Ablak, S. (2017). Sosyal Bilgiler Lisans Öğrencilerinin Harita Okuryazarlıklarının Yordanması. Academic Conference on Education, Teaching and E-learning 11-14 August, Prague, 657.
• Aksoy, B. & Koç. H. (2017). Coğrafya Lisans Öğrencilerinin Harita Yeterlik Düzeylerinin Yordanması. 7. Uluslararası Eğitimde Araştırmalar Kongresi, 27-29 Nisan, Çanakkale,337.
• Buckley, A. R., Muehrcke, P. C. & Muehrcke, J. O. (2011). Map Use: Reading, Analysis and Interpretation. Redlands, CA: Esri Press.
• Büyüköztürk, Ş., Çakmak, K. E., Akgül, E. Ö., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Carbonell Carrera, C.; Avarvarei, B. V.; Chelariu, E. L.; Draghia, L.; Avarvarei, S. C. (2017). Map-Reading Skill Development with 3D Technologies. Journal of Geography, 116 (5):197-205.
• Carswell, R. J. B. (1971). The Role of the user in the map communication process: children’s abilities in topographic map reading. Cartographica. The International Journal for Geographic Information and Geovisualization, 8(2), 40–45.
• Catling, S. J. (1998). Geographical Work in Primary and Middle Schools. Sheffield: Geographical Association.
• Clarke, D. (2003). Are you functionally map literate?, Proceedings of the 21st International Cartographic Conference (ICC). South Africa: Durban. 10-16 August, 713-719. Demiralp, N. (2006). Coğrafya eğitiminde harita ve küre kullanma becerileri. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 4(3), 323-343.
• Erol, H. (2017). Ortaokul Öğrencilerinin Harita Okuryazarlık Becerileri Üzerine Bir Değerlendirme. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 7(3), 425-457.
• Fouberg, H. E., Murphy, A. B. & Blij, H.J. (2012). Human Geography. USA: Wiley Plus.
• Gerber, R. & Wilson, P. (1989). Using maps well in the geography classroom. In J. Fien., R. Gerber & P. Wilson (Ed.), The geography teacher’s guide to the classroom. Melbourne: Macmillan.
• Gilmartin, P. P. & Patton, J. C. (1984). Comparing the sexes on spatial abilities: map-use skills. Annals of the Association of American Geographers, 74(4), 605–619.
• Golledge, R. G., Marsh, M. & Battersby, S. (2008). Matching geospatial concepts with geographic educational needs. Geographical Research, 46(1), 85–98.
• Gökçe, N. (2015). Social Studies in Improving Students’ Map Skill: Teachers’ Opinions. Educational Sciences: Theory&Practice. 15(5):1345-1362.
• Harita Genel Müdürlüğü. https://www.harita.gov.tr/images/egitim/87245f4b1d0d12c.pdf (E.T. 02.05.2019).
• Head, C. G. (1984). The map as natural language: A paradigm for understanding, cartographica. 21(1), 1-25.
• Hirsch, P. L.; Sandberg, E. H. (2013). Development of Map Construction Skills in Childhood. Journal of Cognition and Development, 14(3):397-423.
• Hsu, H.P.; Tsai, B.W.; Chen, C.M. (2018).Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom. Journal of Geography, 117 (1): 29-39.
• Jongwon, L. & Bednarz R. (2012). Components of spatial thinking: evidence from a spatial thinking ability test. Journal of Geography, 111(1), 15-26).Karasar, N. (1999). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları.
• Kartal F. & Koç H. (2017), Ortaöğretim (9. Sınıf) Öğrencilerinin Harita Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi, Doğu Coğrafya Dergisi, Yıl:22, Sayı: 37, 179-198.
• Kızılçaoğlu, A. (2007). Harita becerilerine pedogojik bir bakış. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18, 341-358.Krygier, J. & Wood, D. (2005). Making Maps. New York: The Guilford Press.
• Koç H. (2008). Coğrafya öğretim programındaki kazanımların öğrencilerin harita beceri düzeyleri üzerine etkisi. (Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara).
• Koç, H. (2010). Coğrafya eğitiminde harita algısı ve kullanımı. Milli Eğitim Dergisi, 87, 146-158.
• Koç H. & Bulut İ. (2014). Gestalt kuramının öğrencilerin harita okuma ve yorumlama beceri düzeyleri üzerine etkisini belirlemeye yönelik bir inceleme. Marmara Coğrafya Dergisi, 30(1), 1-19.
• Koç H. & Demir S. B. (2014). Developing valid and reliable map literacy scale. Review of International Geographical Education, 4(2), 120-136.
• Koç H. & Karatekin K. (2015). Sosyal bilgiler öğretmen adaylarının harita okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi. IV. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu. (23-25 Nisan 2015), Bolu.
• Koç H. & Çifçi T. (2016). Sınıf Öğretmeni Adaylarının Harita Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi, Marmara Coğrafya Dergisi, Sayı: 34 ss: 9-20.
• Koç, H., Aksoy, B., Çifçi, T. Farklı Lisans Programlardaki Öğrencilerin Harita Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi: Cumhuriyet Üniversitesi Örneği. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 31(1):301-321.
• Koç, H. (2017). Coğrafya Öğretimin Haritalar ve Atlasların Kullanımı, A. Sever (Ed) Coğrafya Öğretim Teknolojileri ve Materyal Tasarımı içinde (115-141), Pegem Akademi, Ankara.
• Liben, L. & Downs, R. (1989). Understanding Maps As Symbols: the Development of Map Concepts in Children. New York: Academic Press.
• MacEachren, M. (2004). How Maps Work. New York: The Guilford Press.
• Mcbride, B. (2011). Essential elements of ecological literacy and the pathways to achieve it: perspectives of ecologists. (Unpublished Doctoral Dissertation, The University of Montana, Missoula).
• McClure, R. W. (1992). A conceptual model for map skills curriculum development based upon a cognitive field theory philosophy. (Unpublished Doctoral Dissertation, Oklahoma State University, Oklahoma).
• Olson, J. M. (1976). A coordinated approach to map communication improvement. The American Cartographer, 3(2), 151-159.
• Rautenbach, V. Coetzee, S. ve Çöltekin, A. (2017). Development and evaluation of a specialized task taxonomy for spatial planning – A map literacy experiment with topographic maps, ISPRS Journal of Photogrammetry and Remote Sensing, 127:16-26.
• Richard, B., Schultz, J. & Kerski J. & Todd, C. P. (2008). The use of virtual globes as a spatial teaching tool with suggestions for metadata standards. Journal of Geography, 107(1), 27-34.
• Sönmez Ö.F. ve Aksoy, B. (2012). İlköğretim İkinci Kademe Öğrencilerinin Harita Beceri Düzeylerinin Belirlenmesi. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic 7(1):1905-1924.
• Weeden, P. (1997). Learning through maps. In D. Tilbury & M. Williams (Eds.), Teaching and learning geography, (pp. 168-179). London: Routledge.
• White S. H. (1995). An examination of the effects of mixed-age grouping on learning map reading skills, Unpublished Dissertation, Texas: A&M University.
• Wiegand, P. (1993). Children and Primary Geography. London: Cassell.
• Wiegand, P. (2006). Learning and Teaching with Maps. New York: Routledge.
• Wood, D. (1992). The Power of Maps. New York: The Guilford.